„In Mathematik schnitten 6 ostasiatische Bildungssysteme (Hongkong [China], Japan, Korea, Macau [China], Singapur und Chinesisch Taipei) besser ab als alle anderen Länder und Volkswirtschaften.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 58.

„Singapore is notable for its sophisticated approach to improving the quality of the pool from which it selects candidates for teacher education. The government carefully selects its teacher candidates and offers them a monthly stipend, during initial teacher education, that is competitive with the monthly salary for fresh graduates in other fields. In exchange, these teachers-in-training must commit to teaching for at least three years.“
OECD (Hrsg.), Teaching for the Future - Global Engagement, Sustainability and Digital Skills (2023), S. 17.

„Singapore […] keeps a close watch on starting salaries and adjusts the salaries for new teachers. In effect, the country wants its most qualified candidates to regard teaching as just as financially attractive as other professions.“
OECD (Hrsg.), Teaching for the Future - Global Engagement, Sustainability and Digital Skills (2023), S. 17f.

„High performing systems with minimal teacher supply issues, including Singapore and Finland, have high entry standards linked to the attractiveness of teaching to high achieving candidates.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 7.

„'One Secondary Education, Many Subject Bands' (Eine Sekundarbildung, viele Niveaustufen) ermöglicht es Schüler*innen, verschiedene Fächer in einem ihren Fähigkeiten entsprechenden Tempo zu lernen.“
OECD (Hrsg.), Zurück in die Zukunft (2021), S. 21.

„More than half of the fourth grade students reached the Advanced International Benchmark in Singapore (54 %), and one-third or more did so in Hong Kong SAR (38 %), Korea (37 %), Chinese Taipei (37 %), and Japan (33 %). Northern Ireland had about one-fourth (26 %) of its students reaching the Advanced International Benchmark, and England and the Russian Federation had about one-fifth (21 % and 20 %, respectively).“
IEA (Hrsg.), TIMSS 2019. International Results in Mathematics and Science (2020), S. 37.
In Österreich waren es 9 %. (Quelle: ibidem, S. 38.)

„On average across the OECD countries and economies that participate in TALIS, only 26 % of teachers 'agree' or 'strongly agree' that their profession is valued in society. […] The systems where a majority of teachers (at least 50 %) consider that the teaching profession is valued in society are Viet Nam (92 %), Singapore (72 %), the United Arab Emirates (72 %), Korea (67 %), Kazakhstan (63 %), Alberta (Canada) (63 %), South Africa (61 %), Shanghai (China) (60 %), Finland (58 %) and Saudi Arabia (52 %).“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 77.
In Österreich sind es nur 16 %. (Quelle: OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), Table II.2.1.)

PISA 2018: „Etwa jeder sechste 15-Jährige in Peking, Shanghai, Jiangsu und Zhejiang (China) (16 %) und etwa jeder siebte Schüler in Singapur (14 %) erreichten in Mathematik Stufe 6 und damit die höchste in PISA beschriebene Kompetenzstufe. Diese Schülerinnen und Schüler besitzen die Fähigkeit zu anspruchsvollem mathematischem Denken und Argumentieren. Im OECD-Durchschnitt erfüllten nur 2,4 % der Schülerinnen und Schüler die Anforderungen dieser Stufe.“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 114
In Österreich waren es 2,5 %. (Quelle: OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), Abbildung I.6.1.)

PISA 2018: „Die größten Anteile an Schülerinnen und Schülern mit Leistungen auf Kompetenzstufe 5 oder darüber in Mathematik wurden in sechs asiatischen Ländern und Volkswirtschaften verzeichnet: Peking, Shanghai, Jiangsu und Zhejiang (China) (44 %), Singapur (37 %), Hongkong (China) (29 %), Macau (China) (28 %), Chinesisch Taipei (23 %) und Korea (21 %).“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 114
In Österreich waren es 13 %, im OECD-Durchschnitt 11 %. (Quelle: OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), Abbildung I.6.1.)

„Im OECD-Durchschnitt erreichten 2018 6,8 % der Schülerinnen und Schüler in Naturwissenschaften Kompetenzstufe 5 oder 6 und waren damit der Kategorie der ‚besonders leistungsstarken Schüler‘ zuzuordnen. In Peking, Shanghai, Jiangsu und Zhejiang (China) war dies bei knapp einem Drittel der Schülerinnen und Schüler der Fall (32 %) und in Singapur bei mehr als einem Fünftel (21 %).“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 124
In Österreich waren es 12,6 % (Quelle: OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), Abbildung I.7.1.)

PISA 2018: „Chronic truancy and, to a lesser extent, lateness have such adverse effects on learning that school systems around the globe are constantly devising strategies to tackle them. […] The countries and economies where fewer students had skipped a whole day of school were also the countries/economies with higher average reading performance, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Estonia, Finland, Hong Kong (China), Japan, Korea, Macao (China), Singapore, Sweden and Chinese Taipei.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 76

„Top-performing countries, such as Singapore and Japan, pay their teachers well against professions such as engineering and law. They also select the top students from a given high-school cohort. This gives teaching professional prestige in these countries.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 11.

„In Singapore, the government recruits the top one-third of high school graduates to enter teacher education programs and does not require an entrance exam. In Korea, entrants into teacher education programs are among the top 10 percent of high school graduates.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 21.

„Countries with excellent education systems tend to have highly selective professions: a small fraction of those who desire to become teachers have the capacity to do so. At the University of Helsinki in Finland, only one out of every twelve students who applies to enter the teacher program is granted entrance (about 8 percent). In Singapore, only one of eight applicants to teacher education programs is admitted.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 26.

„Singapur gibt seit 2000 konstant zwischen 17 und 20 Prozent seines Staatshaushaltes für Bildung aus. In Deutschland und Österreich sind es seit Anfang der 1990er Jahre nur zwischen neun und elf Prozent.“

Berlin-Institut für Bevölkerung und Entwicklung (Hrsg.), Pressemeldung vom 19. Juli 2018

„Singapore uses a manpower planning approach so that every teacher trainee who is recruited and selected for training is paid by the Ministry of Education during their initial teacher education and then has a guaranteed first job. The Singapore career structure has three career tracks – the master teacher track, school leader track, and specialist track – so that if teachers enjoy teaching they can advance professionally and financially within teaching, but if they don’t enjoy teaching they can find other paths within education.“
Asia Society (Hrsg.), New Challenges and opportunities (2018), S. 29.

Singapur: „Every teacher is guaranteed 100 hours for professional development each year. Every school has a quota of teachers plus some extra teachers so that professional development can be done during school hours.“
Asia Society (Hrsg.), New Challenges and opportunities (2018), S. 29.

Singapur: „Every two years a school climate survey is administered to every school that includes questions on teacher well-being. The schools’ leadership is held accountable for the results of the climate survey.“
Asia Society (Hrsg.), New Challenges and opportunities (2018), S. 29.

„Many countries such as China and Singapore have highly selective schools within a national system, and some such as Germany and Austria retain an entirely selective tracked school system.”
Univ.-Prof. Dr. Stephen Gorard u. a., Grammar schools in England: a new analysis of social segregation and academic outcomes. In: British Journal of Sociology of Education 39:7 (2018), S. 910.

„Teachers come from the upper part of the college skill distribution in some countries (e.g., Finland, Singapore, Ireland, and Chile) and from the lower part in others (e.g., Austria, Denmark, the Slovak Republic, and Poland).“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 11

„In Finland, Korea and Singapore, more than 50 % of lower secondary teachers agreed, or strongly agreed, with the statement 'I think that the teaching profession is valued in society'.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 44

„Teaching graduates in Singapore must successfully complete a probation period in which their competence for the job is evaluated. Singapore also specifically recruits candidates from the top third of the secondary school graduating class by offering them attractive conditions for study and work, such as a competitive monthly stipend during the training period.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 48

„Several top-performing countries, such as Finland, Korea and Singapore, build high-quality education workforces by recruiting the best high school graduates into teacher-education institutions and then channelling them into the teaching profession.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 136

„Selection to enter teacher education is based on an estimated need of the number of teachers and is a highly competitive process in Singapore. Candidates are recruited from the top third of secondary graduates, and less than a fifth of applicants are admitted.“
Nora Révai, MSc, „What difference do standards make to educating teachers?“ (2018), S. 43

„In Singapore, students take screening tests at the beginning of grade 1, and those who are behind in reading receive additional support daily.“

The World Bank (Hrsg.), „Learning to Realize Education's Promise“ (2018), S. 134

„A country’s performance in PISA is […] unrelated to the use of standardised testing. Among countries and economies that perform near the top in science, the use of mandatory standardised tests is widespread in Beijing-Shanghai-Jiangsu-Guangdong (China), Singapore and the United Kingdom, but relatively uncommon in Germany, Korea and Switzerland.“

OECD (Hrsg.), „„PISA in Focus“, Nr. 79, Dezember 2017, S. 4

„Umgerechnet gut 780 Millionen Franken setzt die Branche im Jahr um – in einem Land mit gerade mal 5,5 Millionen Einwohnern.“

Luzerner Zeitung online am 26. August 2017

„Während im Schnitt der OECD-Länder 66 Prozent der Schüler angaben, Angst vor schlechten Noten zu haben, fürchten sich in Singapur 86 Prozent der Befragten davor. 76 Prozent der Singapurer berichteten, dass sie – selbst wenn sie gut vorbereitet sind – Angst vor Tests und Prüfungen haben. Im OECD-Schnitt sagten das nur 55 Prozent der Kinder.“

Luzerner Zeitung online am 26. August 2017

„73 Prozent der Singapurer Kinder verbringen über 40 Stunden die Woche in einem Klassenzimmer, 25 Prozent sogar über 60 Stunden.“

Luzerner Zeitung online am 26. August 2017

„Teachers in Singapore enjoy high respect from society. This is not only due to the cultural context but also to policies that have underscored the importance of education in society and promoted the status of teaching as a career.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 45f

„In Finland, teaching is the top-choice profession for college students. Teaching is highly ranked in Singapore as well, and there is a very low attrition rate, less than 3 % annually.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 53

Südkorea, Singapur: „In South Korea […] it has been estimated that fully 75 percent of all students attend one of the country’s 100,000 hagwons, after-school private cramming schools. The pressure to do well is so intense that some observers blame it for the country’s suicide rate, which is the highest among all OECD countries. The situation is similar in Singapore, where the press has reported that 70 percent of parents of children from preschool though the secondary levels send them to 'tuition classes', many of which are cram schools for the high-stakes tests.“

Univ.-Prof. Dr. Daniel Koretz, „The Testing Charade. Pretending to Make Schools Better” (2017), S. 22

„When asked whether pupils respect teachers, just over 40 per cent of respondents either ‘tended to disagree or strongly disagreed’ in the UK. In comparison, only around 15 per cent and 5 per cent of respondents in China and Singapore respectively said pupils did not respect teachers.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 45

„Where teacher pay is higher relative to other occupations (such as in Finland and Singapore), recruitment is higher of more highly educated teachers.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 45

„Singaporean schools offer a programme called Learning Support for Maths (LSM), for students who do not have the basic numeracy skills and knowledge needed to follow the mathematics curriculum at school. Selected students who are identified through a diagnostic test at the beginning of the first grade have extra classes with a specialist teacher for four to eight sessions per week.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 85

„Singapore […] tries to recruit candidates from the top third of the secondary school graduating class and offers them attractive working conditions, such as a competitive monthly stipend during the training period.“

OECD (Hrsg.), „What do we know about teachers’ selection and professional development in high-performing countries?“ (2017), S. 4

Singapur: „60 % of high school, and 80 % of primary school age students receive private tuition, 40 % of pre-schoolers receive private tuition, Pre-schoolers, on average, attend two hours private tuition per week, while primary school aged children are attending, on average, at least three hours per week.”

www.atimes.com am 18. Dezember 2016

„Besonders präsent ist Nachhilfeunterricht in der Republik Korea, in Singapur und Kasachstan, wo am Ende der Grundschulzeit mehr als die Hälfte der Kinder außerschulischen Nachhilfeunterricht nutzt.“

Dr. Karin Guill u. a., „Außerschulischer Nachhilfeunterricht am Ende der Grundschulzeit“, in Dr. Heike Wendt u. a., „TIMSS 2015. Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich“ (2016), S. 248

In Deutschland sind es 9,6 %; Österreichs Daten fehlen, weil Österreichs Unterrichtsministerin aus TIMSS 2015 ausgestiegen ist.

„In Australia, Canada, Hong Kong (China), Ireland, Israel, Malta, New Zealand, Singapore, Thailand, the United Kingdom, the United States and Viet Nam, at least three in four students receive instruction in at least one subject in an ability-grouped class.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 176

„In Chile, Peru and Singapore, students spend more than five hours in regular mathematics lessons, whereas in Austria, Bulgaria, Croatia and Montenegro students spend less than half of that time in mathematics class.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 211

„In Singapore, teachers have 20 % fewer teaching hours for the first three years of teaching and also receive mentoring support.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 110

„Ability grouping is relatively widespread across OECD countries, with more than 70 % of students attending schools whose principal reported that students are grouped by ability for mathematics classes. Over 95 % of students in Australia, Ireland, Israel, Kazakhstan, Malaysia, New Zealand, the Russian Federation, Singapore and the United Kingdom attend such schools.“

OECD (Hrsg.), „Equations and Inequalities“ (2016), S. 99

„In school systems with hierarchical tracks, as they are common in some European countries (e.g., Germany, Luxembourg, Switzerland, Austria), but also in Korea, China, Brazil, Russia, and Japan, tracking does take place at the school level. In these school systems, students are allocated by teachers to different schools with different curricula and different final degrees on the basis of their achievements and interests in primary school.“

Prof. Dr. Florian Klapproth, „Do Algorithms Homogenize Students’ Achievements in Secondary School Better Than Teachers’ Tracking Decisions?“ in „Educatrion Policy Analysis Archives“, 23(62), 2015, S. 3

„In Singapore, teachers are in front of students only about 12-17 hours a week – and when they aren’t teaching, they often form their own research groups to solve problems of practice.“

Univ.-Prof. Dr. Barnett Berry u. a., „Teacher Leadership“ in Jelmer Evers u. a., „Flip the System“ (2015), S. 217

„In Singapore, beginning teachers receive 2 years of coaching from expert senior teachers who are trained by the National Institute of Education as mentors and are given released time to help beginners learn their craft. During the structured mentoring period, beginning teachers teach a reduced load (about two-thirds that of an experienced teacher) and attend courses in classroom management, counseling, reflective practices, and assessment offered by the National Institute of Education and the Ministry of Education.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 82

„Singapore offers the top one-third of the secondary school graduating class a monthly stipend when they choose teacher education at university. The payment is comparable to the monthly starting salary for graduates in other fields, and in exchange they must commit to teaching for at least three years.“

OECD (Hrsg.), „Education Indicators in Focus 21“ (April 2014), S. 4

„In January 1979, a new education system was introduced. Singapore moved away from its earlier one-size-fits-all approach to schooling to create multiple pathways for students in order to reduce the drop-out rate, improve quality and produce the more technically-skilled labour force needed to achieve the new economic goals. Streaming (tracking) based on academic ability was introduced, starting in elementary schools […] While streaming was unpopular when it was introduced, drop-out rates did, in fact, decline significantly: by 1986, only 6 % of students were leaving school with fewer than 10 years of education. The range of efforts to raise standards also yielded results: performance in the O-level English examinations went from a 60 % failure rate to a 90 % pass rate by 1984, and by 1995 Singapore led the world in mathematics and science on TIMSS.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 135f

Singapur: „Prospective teachers are carefully selected from the top one-third of the secondary school graduating class.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 141

Singapur: „The Ministry of Education keeps a close watch on occupational starting salaries and adjusts the salaries for new teachers to ensure that teaching is seen as equally attractive as other occupations for new graduates.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 142

„The highest-performing educational systems recruit their teachers from the top third of each cohort of graduates (top 5 % in Korea, 10 % in Finland and 30 % in Singapore and Japan).“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 193

„In Singapore, candidates are chosen from the top third of high school graduates. In Finland, selection is highly competitive, with only about 10 % of applicants gaining entrance to teacher education programmes.“

UNESCO (Hrsg.), „Teaching and learning – Achieving quality for all“ (2014), S. 234

„Private tuition is big business in Singapore and other high-performing East Asian countries like South Korea and Japan.“

Dr. Ng Pak Tee, National Institute of Education Singapur, Today online am 9. Juli 2013

„Die ostasiatischen Spitzenreiter in den jüngsten internationalen Schulstudien wie Hongkong, Korea oder Singapur bieten sogar vier oder mehr Tracks (Schulformen) an, was indirekt auch den PISA- und TIMSS-Erfolg deutscher Bundesländer mit gegliederten (Sekundar-)Schulsystemen erklärt.“

Univ.-Prof. Dr. Kurt Heller, „Gymnasium in Niedersachsen“ 3/2013, S. 20

„The East Asian countries, including Singapore, Korea, Hong Kong SAR, Chinese Taipei, and Japan excel in mathematics from assessment cycle to assessment cycle, and the Russian Federation and Finland are top performers in reading.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 14

„Only Singapore had more than half of its students reach the high benchmark in all three subjects, and only two more countries, Chinese Taipei and Finland, had at least half of their fourth grade students reach the high benchmark in each subject separately.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 5

Von Österreichs 10-Jährigen erreichten nur 18 % in allen drei Bereichen den „high benchmark“ (= 550 Punkte); beim Lesen waren es 39 %, in der Mathematik 26 % und in den Naturwissenschaften 42 %.

„The Singaporean fourth grade students showed a particular strength in mathematics, with 78 percent reaching the high benchmark, although achievement was also very good in science (68 %), and in reading (62 %).“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 20

Von Österreichs 10-Jährigen erreichten in Mathematik nur 26 % den „high benchmark“ (= 550 Punkte); in den Naturwissenschaften waren es 42 %, beim Lesen 39 %.

„Countries with the most effective education systems, such as Finland and Singapore, tend to have the most selective teacher recruitment policies. In these cases, the teaching profession is considered and treated as a cornerstone of society, acknowledging that teachers enable a country to maximise its future human capital. Only the most talented are encouraged to apply, and there are strict entry criteria based on competence and motivation. This approach is crucial to help boost the status of the profession. Boosting status also requires good pay, good working conditions, a high degree of professional autonomy and high qualification requirements – for all teachers.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 44

Singapur: „A system of educational streaming was introduced in the 1970s to ensure the highest possible primary-school completion rates. The system channels students finishing 6-year primary school to the normal technical, normal academic and social, and express educational streams, respectively, based on their performance measurement results (the better their performance, the more academic type of education they receive).“

Dr. János Gordon Győri u. a., „Mathematical Talent Support at the National University of Singapore High School of Mathematics and Science“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 126

Singapur: „Following performance measurement at age 9 (after primary school Grade 3), the best may join the GEP, the Gifted Education Program or the HAL, the High-Ability Learners’ Program. Those in the top 8 % can take part in another round of testing, and the Ministry of Education offers GEP and HAL education from Grade 4 on to those in the topmost 1 % and the next 4 %, respectively.“

Dr. János Gordon Győri u. a., „Mathematical Talent Support at the National University of Singapore High School of Mathematics and Science“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 127

Singapur: „For a few years now, the Gifted Education Branch (GEB) of the Ministry has been offering an even more attractive talent support option: the most outstanding 3 pupils in every 100,000 (based on the statistical headcount) are provided a very special and highly individualised form of education, with personalised curriculum and topics, and the support of a special professional training staff.“

Dr. János Gordon Győri u. a., „Mathematical Talent Support at the National University of Singapore High School of Mathematics and Science“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 127

„The Singapore education strategy specifically highlights parent involvement as integral to academic success, saying ‚we can only succeed in our mission with the full support and confidence of parents and the community.‘“

IPPR (Hrsg.), „Oceans of Innovation“ (2012), S. 43

Singapur: „Initial education provides teachers with high subject content knowledge that is the equivalent of specialist degrees. For example, mathematics teacher graduates receive the equivalent mathematics education as a student in a straight mathematics degree at other universities.“

Ben Jensen, „Learning from the best school systems in East Asia“ (2012), S. 52

Singapur: „Nach einem vierjährigen gemeinsamen Unterricht werden in der 5. und 6. Klasse die Schüler in einer Orientierungsstufe nach ihrer Leistungsfähigkeit getrennt unterrichtet.“

Univ.-Prof. Dr. Peter Brenner, „Das Gymnasium in Bayern“ (April 2011), S. 31

Singapur: „In the first four years of secondary education, the subsequent level, students are distributed in several streams. There is a 'Special Stream' which gathers the top 10 % best-performing students. Children in this stream learn English and their mother tongue (Malay, Chinese etc.) at the highest linguistic level. The Special Stream is followed by the 'Express', the 'Normal Academic' and the 'Normal Vocational' streams, respectively, the academic quality of which decreases in that order.“

Dr. János Gordon Győri, „Talent Support in Southeast Asia: The Singapore Example“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 148

„Singapore has only a few institutions of higher education […] and, consequently, admission is highly competitive.“

Dr. János Gordon Győri, „Talent Support in Southeast Asia: The Singapore Example“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 149

Singapur: „Talented/gifted children are identified nationally in the 3rd form of primary school (that is, screening covers every student in 3rd form, unless the family refuses participation), which is an unusually early age in international comparison.“

Dr. János Gordon Győri, „Talent Support in Southeast Asia: The Singapore Example“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 150

 „Singapore is characterised by strong meritocratic values, and gifted education is accessible to all, irrespective of family, religious, sexual or other differences.“

Dr. János Gordon Győri, „Talent Support in Southeast Asia: The Singapore Example“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 152

„Singapore’s Primary School leaving Examination at the end of Year 6 is not just one more standardized test. It carries astonishingly high stakes. Pupils’ scores affect the status of the secondary school they or their parents might be able to choose and the stream (or track) that they will be assigned to.”

Univ.-Prof. Dr. Andy Hargreaves u. a., „The global fourth way“ (2011), S. 74

„In the countries with the most successful public education (South Korea, Singapore, Hong-Kong, Finland) teachers come from the upper tier of university graduates; in Finland they come from the uppermost 10 %.“

Balázs Hornyák, „Pillars of Talent Support in Finland“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 54

„Singapore moved away from its earlier one-size-fits-all approach to schooling that would create multiple pathways for students in order to reduce the drop-out rate, improve quality and produce the more technically-skilled labour force needed to achieve the new economic goals. Streaming (tracking) based on academic ability was introduced, starting in elementary schools.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 162

Singapur: „Prospective teachers receive a monthly stipend that is competitive with the monthly salary for fresh graduates in other fields. They must commit to teaching for at least three years.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 169

„Not only in Korea but also in countries such as France, Canada, and Singapore, tutoring has moved beyond being just a shadow of the regular system to become a system in its own right which offers additional learning opportunities.“

Univ.-Prof. Dr. Mark Bray, „Researching shadow education: methodological challenges and directions“. In: „Asia Pacific Education Review“ (2010), 11, S. 10f

„The world’s top performing school systems – Singapore, Finland and South Korea – make a different choice. They recruit, develop and retain what this report will call ‚top third+‘ students as one of their central education strategies, and they’ve achieved extraordinary results.“

McKinsey (Hrsg.), „Closing the Talent Gap: Attracting and Retaining Top Third Graduates to a Career in Teaching“ (2010), S. 5